Unit3__B__Let’s__learn教学设计.doc

Unit3 B Lets learn教学设计(B Lets learn Role-play)一、教学目标（一）认知目标1. 能够听、说、读、写单词或词组：dictionary, comic book, word book, postcard 。2. 能够听、说、读、写句子Whereare we going? To the bookstore. Im going to buy a new comic book. 并能进行关键词的替换练习。3. 能够运用所学语言完成角色扮演任务。（二）能力目标培养学生综合运用语言的能力。（三）情感目标培养学生合作学习、自主学习的能力。二、教学重难点（一）重点听、说、读、写四会单词和短语。 突破方法：反复练习朗读，进行情景对话，突破重点。 难点：掌握单词dictionary的发音和在真实情景中灵活运用所学语言。突破方法：采用拆分法、模仿朗读的方式熟悉单词，创造真实情景并以小组合作形式进行角色扮演，突破难点。三、教法与学法引导法，点拨法，合作交流法。四、教学准备教师准备多媒体课件、课文情景动画或音频MP3（这些资料都可以在优教班班通平台上找到，老师可以下载整理使用）。单词卡、教学挂图、词典、明信片等。 五、教学过程 Step 1: Warm-up1. 教师播放歌曲What are you going to do?学生一边唱一边做动作。2. 师生说唱chant：Where are you going? Where are you going?Were going to the cinema. Were going to the cinema.When are you going? When are you going?Next Wednesday. Next Wednesday.What are you going to do? What are you going to do?See a film. See a film.What, where, when.Fun story. Fun story.3. 请几名学生根据自己列的提纲表述自己周末的活动安排。表格内容如下：on Saturdayon Sundaywatch TVsee a filmread booksvisit grandparentsclean the roomgo to the supermarket教师根据其中一名学生的表述内容进行提问，如：T: What is he going to do on Saturday?S: He isgoing towatch TV.He is going to read books.He is going to clean the room.T: Whatis he going to do on Sunday?S: He isgoing tosee a film.He is going to visit his grandparents.He is going to go to the supermarket.Step 2 : Presentation Let s learn1. 教师引导学生进行日常对话。如：T: What are you going to do on Saturday?S: I m going to buy a book. What about you?T: I m going to buy a book, too. Where can you buy a book? S: In the bookstore.T: What are you going to buy in the bookstore?S1: Im going to buy an English book. S2: Im going to buy a Chinese bookS3: Im going to buy a maths book.S4: Imgoing tobuya music book.S5: Imgoing tobuya science book.教师手拿一本漫画说：Im going to buy a comic book. 教师板书并教读短语comic book。可分小组操练该单词，然后问学生：Do you have comic books? 请有漫画书的学生举起手中的书说 comic book，没有漫画书的学生也跟着一起说comic book。2. 教师拿出一本词典说：Im going to buy a dictionary. 教读单词dictionary。可用拆分法来教读。请学生一边读单词一边掂一掂词典的重量。教师说单词，学生说出该词的拼写，或请一名学生说单词，全班学生分成小组进行拼写单词比赛。3. 教师拿出一本单词书说：Imgoing to buy a word book.板书并教读单词word book。可按如下方式操练：单词，word，单词书，word book。4. 教师出示一张明信片问：Whats this? 学生可能会说：明信片。教师板书单词postcard，请学生一边说单词一边传递postcard。5. 教师把所有的单词卡片放在一起，让学生进行单词拼写比赛。可以口头进行，还可以利用单词卡片背面的灰体词进行描红比赛，学生边描红边拼读，看谁既快又好地记住了本课的四会单词。6. 播放Lets learn部分的录音，第一遍学生静听，然后学生跟读，再对其中的书籍名词进行替换练习。Step 3：PracticeRole-play教师布置学生每人带两到三本图书，并按Role-play部分的情景图中所示，在教室里设六个卖书点。每个卖书点由三名学生扮演销售员，其他学生自由购书。如：S1: What are you going to buy, Sarah?S2: Im going to buy some comic books.S3: Can I help you?S2: Yes. Do you have comic books?S3: Yes! Here they are!教师也可以引导学生用有关购物的句型进行对话拓展。如：T: What are you going to buy?S: Im going to buy a comic book,T: OK! Its 10 yuan.S: Ill take it. Thanks.教师在购书活动中评出“最佳销售员奖”，并及时鼓励表现出色的学生。Step 4 ：Consolidation and extension1. 抄写本课的四会单词。2. 做活动手册上的配套练习。板书设计 Unit 3 My weekend plandictionary comic book word book postcard Where are we going?To the bookstore. Im going to buy a new comic book.六、教学反思本课从复习与本节课有关的知识着手，采用直观教学法来教授新单词，在单词教学中，教师采用多种记忆方法来指导学生记单词，使学生当堂掌握所学内容。如：拆分法、合成法和词不离句、句不离词的双向互动模式命。例如在学dictionary时，可以让学